Marleston's tutors include a 16-year veteran secondary maths and science teacher with a B.Ed, multiple PhDs and Masters graduates in physics, an ATAR 99.95 achiever with academic prizes, experienced K–12 maths/science specialists, university medallists, Kumon and learning club mentors, and accomplished STEM students recognised for top-tier academic excellence and peer support.
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Standard My daughter says Maths is now easier with Chirags tutoring. He has helped a great deal in her confidence, understanding and preparation for SACS.Jean Hill
Year 5 student Zara focused on comparing fractions using visual aids like pie diagrams and also practised solving Roman numerals.
Year 9 student Archie prepared for an upcoming test by tackling algebraic multiplication and worded questions from both his booklet and extra resources.
Meanwhile, Lachlan in Year 10 completed Pythagorean theorem exercises before beginning trigonometry with the sine rule, applying these skills to right-angled triangles as well as related problems from his electrician workbook.
Messy written work and disorganized materials slowed progress for a Year 7 student; as one tutor noted, "sheets and books were quite messy/disorganized—fixing this may help her keep track of instructions and tasks."
In Year 10 Maths, not reading assignment instructions closely led to confusion with scaling diagrams, causing errors in the final drawing.
A senior student in Year 11 struggled to extract key information from worded problems, leading to repeated misunderstandings of what questions required.
In each case, missed or unclear process steps meant time was spent clarifying instructions rather than advancing on new concepts.
A tutor in Marleston recently noticed some real breakthroughs across different students.
In Year 10, Tia has started catching her own mistakes during trigonometry practice—she now pauses to check her work and corrects errors independently, which she hadn't done before.
During a session with Archie (Year 8), he not only tackled basic algebra confidently but also transferred those skills to new types of problems without hesitation, showing far more initiative than in earlier lessons.
Meanwhile, younger student Natalia created her first worded maths problem on her own, having previously needed step-by-step prompts for similar tasks.
